Instructional Design Strategies

Overview

Grade Level: Third
Subject Area: All
Number of Students (average): 28
Years of Teaching: 3

Description

Answer the following questions as if you were giving advice to a student teacher.

How would I introduce a discussion of my approach to instructional design?			I believe very strongly in starting with the end in mind. As a teacher, I always begin with my standards. I use my standards to create an assessment that addresses the domain of my standards, keeping in mind the blooms level and the content. Once my assessment is created, I backwards plan. I break the questions or assessment into parts- "What do my students need to KNOW to be successful?" At this point I create a list of objectives that build on each other to allow my students to be successful. I am always very cognizant of using as many higher level thinking verbs as possible, I find that this challenges me to make my lessons more engaging and challenging. Finally I take each objective and break it down into one or more lessons that allow my students the opportunity to practice and engage in the subject. Most of my lessons begin with an engaging opening, intro-to-new-material (often through teacher modeling or a think-a-loud), guided practice, independent practice and/or some form of check-for-understanding.
What are my resources for designing units and lessons?			-District Unit Planning guides, district planning guides (broken apart by benchmarks), teach for america background, my own lesson plan template
What do I generally do first?			ASSESSMENT! I always create an assessment... whether that is a multiple choice or open ended test, a written response with a rubric, or a project (rubric based).
How do I interact with the standards?			I always use standards to create an assessment and to monitor my classes success.
What are my constraints and how do I respond to them?			Time is a restraint- we are expected to do center, guided reading, math groups, etc... every day! In addition, to actual lessons for all subject areas. This adds on a LOT of extra planning time.. which makes higher level thinking, project based learning, and investigation like activities more difficult to complete. I find that the key is SIMPLICITY in things I cannot control. I make my centers simple, but engaging and beneficial to my students. I also try to make centers that can be easily exchanged ... where the structure stays the same... but the material changes Money/Resources- It is often a struggle to get all of my students on a computer at one time (our lab has 25 working computers and I had 28 kids! AHHHHH!!!!!!! In addition, my students receive very limited technology instruction outside of my own classroom. I've learned to start early! We go to the computers EVERY week! and begin with just simple typing skills and build up to excel, word, and powerpoint.
How do I approach student assessment?			I do give weekly content quizzes in reading and in mathematics I give Unit Assessments. I find that I often stick to AIMS like quizzes in order to truly monitor my students success... I am working on having more higher level thinking elements.
How do I approach post-assessment?			I use morning message and our Homework as forms of post assessment... this way I can monitor what students are retaining and what we need to reteach.
How do I approach self-assessment?			I think self-assessment is VITAL to myself as a teacher. I always talk a lot with the other teachers that I work with and the ones that use my lesson plans. We often discuss together what was successful and what needs to be improved...
What are areas I would like to learn more about and/or become better at?			USING technology!!!!!! I want to have technology in EVERY Unit- or at least one piece of technology for each time frame (so we will always be using technology in math, reading or writing... throughout the year). I want to become better at Project Based Learning... I think making our assessment pieces more HIGHER LEVEL will enable more students to excel in learning.
What final advice would I give about my approach to instructional design?			My thinking and methods are always changing... I think it is important to remain open minded and roll with the punches (AKA district, nationwide and state changes- b/c lets not lie we CHANGE EVERY DAY!)